The young driver problem is typified by high crash rates early in licensure that decline with experience, but are higher initially and decline more slowly for the youngest novices. Despite considerable effort, only Graduated Driver Licensing System (GDLS) policies have been shown to improve novice young driver safety outcomes. Unfortunately, GDLS policies are mostly limited to countries with a relatively young licensure age. Meanwhile, it is not entirely clear how GDLS and other young driver transportation safety efforts, including driver training and testing, supervised practice and parental management of young drivers, can best be configured. Notably, professional training can foster improvements in vehicle management skills that are necessary, but do not assure safe driving behavior. Substantial recent research has focused on training methods to improve driving skills, but the safety benefits of driver training have not been established. While prolonged practice driving increases experience and provides supervisors with opportunities to prepare novices for independent driving, the transition to independent driving challenges novices to employ, on their own, poorly-mastered skills under unfamiliar and complex driving conditions. Licensing policies and parental management practices can limit the complexity of driving conditions while novices gain needed driving experience. Nevertheless, an emerging body of literature suggests that future advances in training and supervision of novice teenage drivers might best focus on the translation of learning to independent driving by fostering safe driving attitudes and norms, judgment, dedicated attention to driving tasks and self-control at the wheel.

Policy Points: Traditional approaches to addressing motor vehicle crashes are yielding diminishing returns. A comprehensive strategy known as the Safe Systems approach shows promise in both advancing safety and equity and reducing motor vehicle crashes. In addition, a range of emerging technologies, enabled by artificial intelligence, such as automated vehicles, impairment detection and telematics hold promise to advance road safety. Ultimately, the transportation system will need to evolve to provide the safe, efficient, and equitable movement of people and goods without reliance on private vehicle ownership, towards encouraging walking, bicycling and the use of public transportation.

The purpose of this study was to determine the effects of Michigan's universal text messaging restriction (effective July 2010) across different age groups of drivers and crash severities. Changes in monthly crash rates and crash trends per 10,000 licensed drivers aged 16, 17, 18, 19, 20-24, and 25-50 years were estimated using time series analysis for three levels of crash severity: (1) fatal/disabling injury; (2) nondisabling injury; and (3) possible injury/property damage only (PDO) crashes for the period 2005-2012. Analyses were adjusted for crash rates of drivers' aged 65-99 years, Michigan's unemployment rate, and gasoline prices. After the introduction of the texting restriction, significant increases were observed in crash rates and monthly trends in fatal/disabling injury crashes and nondisabling injury crashes, and significant decreases in possible injury/PDO crashes. The magnitude of the effects where significant changes were observed was small. The introduction of the texting restriction was not associated with a reduction in crash rates or trends in severe crash types. On the contrary, small increases in the most severe crash types (fatal/disabling and nondisabling injury) and small decreases in the least severe crash types (possible injury/PDO) were observed. These findings extend the literature on the effects of cell phone restrictions by examining the effects of the restriction on newly licensed adolescent drivers and adult drivers separately by crash severity.

An enduring question for parents of teenage drivers, pediatricians, and policy makers is what can be done during the learner period of graduated driver licensing (GDL) to maximize teenage drivers’ safety during the first years of independent driving, when crash risk is highest.^1,2 The prolonged learner period is intended to provide opportunities for extended practice and for parents to prepare teenagers for safe independent driving. Despite the fact that a learner period is required as part of GDL for teenage drivers in every US state, surprisingly little is known about whether practice is conducive to the development of safe driving skills and, if so, which elements might be associated with a reduction in crash risk during independent driving.³ Basic questions, such as the optimal number of months a learner license should be held,⁴ the amount of driving experience (in miles or hours driven) during the learner period that confers a safety benefit,⁵ and what actually happens during practice driving, such as the instruction provided by parents and their approaches to dealing with their teenagers’ driving errors or risky driving,⁶ are not well understood.⁷